Welcome to the Engaged Faculty Institute (EFI) Curriculum!









The Engaged Faculty Institute (EFI) Curriculum was originally authored by Community-Campus Partnerships for Health (CCPH) in 2007 and has been redesigned by California Campus Compact (CACC) and Campus Compact of the Mountain West (CCMW) in 2015, in collaboration with CCPH. Featuring case studies, reflection questions, suggested readings and resources, the EFI Curriculum provides a thorough, updated roadmap for faculty development specific to service-learning.

Campus Compact affiliates and CCPH provide train-the-trainer opportunities for faculty and staff interested in becoming EFI facilitators for high-quality and consistent faculty development using this curriculum and can help connect your institution with an EFI facilitator. We encourage all college and university stakeholders to contact us if they are interested in utilizing or modifying the curriculum or in designing their own Engaged Faculty Institute workshop. Links to all Campus Compact affiliates and Community-Campus Partnerships for Health are provided at the end of the curriculum for your convenience.


  • Understanding the foundation of service-learning as a teaching pedagogy
  • Learning key principles for establishing and maintaining reciprocal community-campus partnerships
  • Developing strategies for designing and implementing service-learning courses, from articulating student learning outcomes to assessing community-engaged learning experiences
  • Creating safe spaces for student learning and community engagement through cultural competency and sensitivity preparation, meaningful critical reflection, and appropriate risk management
  • Integrating service-learning practice into sustainable, campus-wide engagement efforts and into meaningful opportunities for faculty advancement


The complete Engaged Faculty Institute (EFI) Curriculum can be downloaded or to view the curriculum in individual units, click on the individual units.

  • Introduction
  • Unit 1:  Understanding Service-Learning
  • Unit 2:  Cultural Competence
  • Unit 3:  Establishing Community-Campus Partnerships
  • Unit 4:  Establishing Course Objectives, Learner Outcomes, and Competencies
  • Unit 5:  Planning Course Instruction & Service Activities
  • Unit 6:  Critical Reflection
  • Unit 7:  Designing Course Evaluations and Improvement Plans
  • Unit 8:  Building Service-Learning Course Infrastructure
  • Unit 9:  Sustaining a Service-Learning Course
  • Unit 10:  Pursuing Opportunities for Service-Learning Scholarship